IntroductionBlue Remembered Hills is a play set in 1943 written by Dennis Potter. It studies a group of seven-year-olds playing in the Forest of Dean one summer afternoon until the character Donald, or better known as "Donald Duck" by his friends, is burned to death as a result of the other childrens' actions. The play comprises a variety of brutality - including: emotional abuse, physical abuse, child abuse, and animal cruelty. This essay will be covering the social and historical context of these cruel elements in the play.

Socio-Historical Context 1Historically, Blue Remembered Hills shows the innocence of children from their reactions to the violent activities of 1943, including World War Two. For example, at the very beginning of the play, Willie (one of the children) pretends to be a bombing plane whilst playing outside: "Waaaom vroaak! At-a-tat-tat! Waa-zooom! At-a-tat-tat!". Potter's use of onomatopoeia shows the fact that as a result of the constant bombing threats society used to receive from the Germans during the bombing period known as "The Blitz", children started imitating all the chaotic noise. "At-a-tat-tat!" marks the sounds a pistol or rifle would make, whereas "Waaaom vroaak!" would probably be a bombing plane. Towards the end of the quote, Willie slowly sinks into a dimmer sound of "Waa-zoom!", this may imply how those bombing planes may be falling from the sky and how children enjoyed seeing all the excitement of it. As for social context: not only does this quote in the very first line show how children thought pretending "bombing planes" was entertaining, but also marks how easily influenced they were by society as it became something common for them.

Socio-Historical Context 2
Historical context of 1943 is also highlighted in Scene 6, where the children remarkably kill a squirrel as they knock it from a tree. Peter then gets angry when Raymond refuses to lend...

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...﻿BlueRememberedHills
The key idea in bluerememberedhills was the change between the childish behaviour and their immoral choices to their views changing to become much more matured and making better life choices for them and others around them. The relationships in the play are very varied as there is a large power struggle between many characters; this made it very hard to see the true friendships and the false ones.
In the first lesson we were asked to create a proxemics atom exploring the relationships and then applying these relationships to key scene using still image and role play. I thought this would be a rather challenging task as it was hard to work out characters true feelings towards each other because of the large power struggles which would lead to arguments or in worse cases physical fights.
The general ideas across the group were very similar it was that some characters were pushed out of relationships because of power struggles and the pace speeded up with some characters because they got in in arguments or physical fights and then they stared each other to show the tension in the situation then the other characters circling them because they were waiting to be on the side of the winners because most young children are always wanting to be on the side of power and dominance. One main element used was Pace, Rhythm and tempo this was used to deepen the piece to show...

...As Drama-BlueRememberedHills
Thursday 24th January 2013.
Homework
Pick a character and consider your approach as an actor in the portrayal of character.
In at least 500 words, outline and explain your thoughts in an essay for submission next Thursday.
In your answer you should refer to:
• The original production,
• The writer’s idea(l)s for the portrayal of the characters,
• Vocal and physical characterisation,
• Motivation,
• Interaction with other characters.
Donald.
As an actor playing Donald in BlueRememberedHills you would have to consider the background of Donald. His father is not around and his mother abuses and beats him; this would have an effect on his confidence around his ‘friends’ and how forward he is with the other characters. This could be shown through the actors’ use of voice; is character would be played with a soft, quite voice, which would portray his distance from his boisterous, loud friends. He is also shown playing with the girl characters in the play, which shows how he is happy to play with the other sex, in order to be liked and accepted by others. This also shows the motivation of Donald’s character, which is simply to be accepted; he is desperate to be liked by the other children. He is also timid towards the male characters in the play segregating him and acting as the outcast in the play. The girls eventually do...

...﻿BlueRememberedHills Notes
Stage Question
Scene 6: Pg 11 to 14
Stage and set: End-on, set made to look as realistic as possible. Using an authentic looking tree.
Detail about set: On the fields, this is shown by west country field profection on the screen. Also, realistic grass and some bushes and branches scattered around the stage to show that we are in the middle of the fields. Tree trunk positioned in the middle at centre stage to show that it´s the main focus for the audience surrounded by the 4 youngsters. I would use a tree trunk instead of a real tree so that the audience immediately anticipates that the tree is very large and could in fact be reaching out of the top of the theatre. Enhances the fact that the tree is the main emphasis for the audience. During the snap blackout a squirrel would be placed upstage left and as the lights come back up, their would be a pause from the 4 youngsters as they then all of a sudden run towards the squirrel and start to frenziedly kick it while showing intense amusement. The reason why I would place the squirrel close to the audience upstage is to increase to horrible image of a dying squirrel as the youngsters carelessly murder it. Makes the audience feel uncomfortable and slightly disgusted.
Lighting and Sound: Blue tinge mixed with straw gel to show daylight. Start with red tinge spotlight on squirrel to show it is dead and to give a brief introduction to what...

...one responsible? What are the possible challenges I might face in promoting CCE? I shall discuss these questions in the following.
During my early education years, my teachers taught me what it means being a Singaporean and also inculcate moral values. I learnt the meaning of the Singapore Flag, learnt to sing the National Anthem, to recite the Singapore Pledge, and know about the different racial and culture heritage and practices through my Mother Tongue ‘Good Citizen’,Social Studies and Religious Knowledge lessons. Over the years, the citizenship education programmes in school has been constantly on the ‘move’ with the latest introduction of CCE from 2010:
. Ethics (1959)
. Civics (1967)
. Education for Living (1973, interdisciplinary subject)
. Review of the Moral Education (1978)
. Good Citizens (Primary) (1981)
. Being and Becoming (Secondary) (1981)
. Social Studies (Primary) (1981)
. Religious Knowledge (1984)
. Civics and Moral Education (1992)
. National Education (1997)
. Social Studies (Upper Secondary) (2001)
. Character and Citizenship Education (2010/2011)
Now, CCE is a new syllabus that will be introduced in primary and secondary schools from 2014 (MOE, 2012). But, why is there a need for a change?
Singapore is a small geographical size multi-racial country with no natural resources and relies on human resources for economic survival. To compensate for the lack of land and natural resources,...

...University of Phoenix Material
HistoricalContext Matrix
As you learn about health care delivery in the United States, it is important to understand the history of health care delivery to develop a working knowledge as you progress through the course. The following matrix is designed to help you develop that working knowledge. Fill in the following matrix. Each box should contain responses between 50 and 100 words.
|HistoricalContext |Historical background?|Where is the care |Who is the caregiver? |Goal of the care? |How is care paid |
|Matrix | |delivered? | | |for? |
|Snake oil |From the 1600s to |The sellers of snake|Most of the potions |Around these times |Not everyone had |
| |about the early 1800s |oil would drive into|and elixers were self |there were a good |the money the snake|
| |men traveling around |town and put on a |prescribed due to the |number of simple |oil sellers had in |
| |in wagons, calling |big performance in |fact that most were |injuries with a good |order to buy the |
| |themselves doctors, |order to get the |not real medicinal |few gunshot wounds and|elixers and herbs |
| |would have bottles...

...How fashion professionals use historical and cultural research as source material for fashion inspiration?
* Reference to key themes, discussion and concepts raised in the Design in Context unit
* Referenced quotations (using Harvard referencing) from at least four academic texts to support your arguments
* Referenced images
* A critical analysis of examples of relevance to your degree subject (Design &amp; Development; Graphics; Photography or Promotion &amp; Communication)
* The conventions of academic writing
Inspiration is the fuel for our designer's minds and bodies so are always in need of it. Research is absolutely central to the fashion design process. It underpins designers’ ideas, informs the shapes and proportions they use, influences the materials they choose to work with and determines the techniques they use to put them together. Luckily there are thousands of resources at our fingertips that can be interpreted into design especially fashion. As the hunger for new trends grows the industry has come to establish a seasonal schedule, which goes Spring/Summer and Autumn/Winter. this cycle puts major amounts if pressure on designers to deliver on time considering the whole design process they have to take which, includes inspirational research, designing, prototyping, manufacturing, orders and so on. A lot of fashion professionals now are constantly referring back to historical and cultural...

...Running Head: LEADERSHIP
Leadership in Historical and Theoretical Context - Lance Armstrong
Leadership in Historical and Theoretical Context - Lance Armstrong
Leadership can be described as the nature of the influencing process and resultant outcomes. It can be explained by the leaders disposition, behaviors, and skills, as well as their follower’s perceptions and the context in which the influencing occurs (Stork, Leadership course document). There are many different theories of leadership styles and discussion about their ability to inspire, motivate, influence, and persuade. We have read about many leaders who – through their strong leadership qualities – emerged as a source of change or revolution in their times. Some great leaders of the past include Napoleon, Gandhi, and Martin Luther King, who at their times brought about significant changes in their circumstances, led their followers, and influenced them in such a way that their actions became inline with the desired purpose (Wren, 1995). The role of time and place did play a significant part in their leading and influencing the people. In this paper, I will discuss not only the influence of time and place on the formation and emergence of Lance Armstrong as a leader, but also how his leadership style has changed over time, specifically as a result of his ability to adapt to a crisis - his battle with cancer (Bennis &amp; Thomas,...

...﻿1.1. THE BRITISH CONTEXT: HISTORICAL GROWTH
Britain, better known nowadays as the UK of GB and Northern Ireland, comprises England, Scotland, Wales and Northern Ireland. The biggest island, GB, is divided into England, Scotland and Wales; whereas Northern Ireland shares the second largest island with the Republic of Ireland.
In prehistory, these areas were visited by Old, Middle and New Stone Age nomads, some of whom later settled permanently. From about 600BC-AD1066, the islands experienced several settlements and invasions from peoples from mainland Europe such as Celtics, Belgic tribes, Romans, Germanic tribes, Scandinavians and Normans; whom over time collectively created a multi-ethnic British population with mixed identities and different origins.
The early invaders and settlers contributed to create gradually the separate nations of England, Wales, Scotland and Ireland between the 9th and the 12th centuries, where Scotland and England gained strong identities by the 10th century. There were several internal situations as well as external conflicts in their historical growth to nationhood. Some of these differences still exist between the four countries.
Later developments within the islands were influenced first by the expansionist, military aims of English Monarchs and second by a series of political unions. So, in the twelfth and thirteenth centuries, Ireland and Wales were annexed to England respectively. And in...